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Working paper
Arabic language is one of the international languages in the world today. This language has contrib- uted immensely to the development of human lives such as economy, education, politics, sociology and a host of others. The language has been used in the past to bring light of knowledge from other tribes and cultures such as Greco and Persian knowledge through translation. Today, it seems that the language is dwindling in our society in terms of speaking, writing and learning. There are many meth- ods to be used to improve in learning the language to regain its glory. The method suggested in this paper to teach the language effectively is team collaboration approach. The major findings to resusci- tate the learning/teaching of Arabic as a language to become a more interesting language to learn in the society include learning outcome and improve the behaviour. There will be quality control and as- sured evaluation reports being produced as evidence of best value. More hands of professionals on the field will be involved.
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In: CoDesign, Band 4, Heft 3, S. 151-171
ISSN: 1745-3755
In: Premier reference source
"This book summarizes the challenges inherent in leading distributed teams and explores practices that are emerging to optimize distributed team performance"--Provided by publisher
In: Organization science, Band 36, Heft 1, S. 429-451
ISSN: 1526-5455
Virtual teams are ubiquitous in the workplace, yet they experience frequent collaboration challenges. Successfully managing the team collaboration paradox, in terms of maintaining a unified team perspective and diverse individual perspectives, presents a potentially important lever to improve virtual team performance. However, scholars have conflicting opinions regarding whether such improvement is possible. We argue that team collaboration paradox management will positively relate to team performance over time and can be improved via a theory-based intervention. This intervention draws from theory on paradoxes for its content (paradoxical thinking) and team development interventions for its structure (general content knowledge, team-specific feedback, action-focused planning). Given the complexity of paradoxes, it is unclear whether a single training session could substantively improve their management; therefore, one intervention condition was comprised of a single training session and the other condition included a follow-up session. Analyzing two waves of multisource quantitative data from a sample of 76 virtual teams from 37 organizations, we find a positive relationship between team collaboration paradox management and team performance at both time periods. We also find that only the intervention condition with the follow-up session, as compared with untreated control teams, significantly improved how well teams managed the collaboration paradox and thereby facilitated subsequent changes in team performance. Supplementary qualitative insights from the intervention sessions illuminate the actions virtual teams took to improve their collaboration paradox management. These results have important implications for the paradox and teams literatures, as well as the managers and members of virtual teams. Funding: This work was supported by the SHRM Foundation [Project 166].
In: Pedagogika: naučno spisanie = Pedagogy : Bulgarian journal of educational research and practice, Band 96, Heft 5, S. 655-670
ISSN: 1314-8540
The aim of this paper is to clarify the extent to which collaborative project work needs to be promoted to develop key competences, notably autonomous learning, and effective collaboration, essential in the context of our rapidly evolving world. The impact of different assessment methods on the final outcomes of Project Based Learning (PBL) is examined in its interdisciplinary perspective. The samples encompassed 180 American College of Sofia (ACS) students divided into two cohorts: a control group of 60 and an experimental one of 120. Of particular interest is to examine whether the use of alternative assessment techniques is applicable to an interdisciplinary project and how effective they are in incentivizing teamwork. Recommendations aimed at reducing instances of social loafing and increasing student activity in collaborative project work are also discussed. The assessment tools used to measure the course objectives comprise purpose-designed checklists tailored to the specifics course needs. The research methodology is based on extensive observations of project-related activities, including periodic evaluations, questionnaires on the achievement of intermediate objectives, peer evaluations and teachers' feedback, culminating in a final project report. In addition, a comparative analysis of the students' academic performance is made, focusing only on the area of mathematics in the context of a multidisciplinary project. This comparative analysis is intended to provide an overall assessment of the efficacy of the alternative assessment techniques used and their suitability for PBL. Keywords: project-based learning, project-oriented learning, interdisciplinary project, teamwork, feedback, alternative assessment, rubric
In: Group decision and negotiation, Band 25, Heft 2, S. 267-288
ISSN: 1572-9907
In: SocioEconomic challenges: SEC, Band 8, Heft 2, S. 314-341
ISSN: 2520-6214
This study explores the anticipated changes in team collaboration driven by the rise of AI-reliant businesses in the metaverse. The research is motivated by the rapid technological advancements and increasing interest from major tech companies in creating shared virtual environments for distributed teams. The main objective is to investigate how team collaboration will evolve in this new context, providing insights for future metaverse team members and leaders. The qualitative study employs semi-structured, in-depth interviews in January-February 2022 with team members from the virtual world of Second Life, focusing on payment satisfaction, globalized team culture, training and learning, and fictional identities. This research period is contemporary, reflecting current trends and capabilities. The primary methods include thematic analysis of interview data to identify emerging patterns. Data is analyzed using "Dedoose", a web application for mixed methods research, and collected in several codes and subcodes that will eventually form a "code tree". Descriptive validity, interpretative validity, theoretical validity and generalizable validity were confirmed. Key findings reveal that metaverse-native teams need innovative payment methods and a focus on authentic self-expression. A globalized team culture will require balancing work and social life in virtual environments, with Corporate Social Responsibility being vital to attracting Generation Alpha. Payment satisfaction will shift towards fulfilment and unique experiences rather than just financial security, and businesses should explore alternative payment methods beyond cryptocurrency. Fictional identities will necessitate building metaverse-specific reputations for professionalism and trust. Training and learning will connect virtual and real-life scenarios, enhancing skills and quality. The study confirms that traditional collaboration models may only partially apply in augmented virtuality. These results have practical significance for businesses and professionals preparing to operate in the metaverse, offering a foundation for future research and development in virtual team collaboration.
In: Journal of intellectual capital, Band 25, Heft 4, S. 686-710
ISSN: 1758-7468
PurposeWe aim to help better understand how organizations can develop their human capital in virtual teams through technological advances in the metaverse. To this end, we examine how virtual team collaboration with virtual reality technologies in the metaverse compares to traditional videoconferencing. Our study demonstrates how the metaverse can facilitate collaboration in virtual teams and examines the factors that are critical to successful team collaboration in the metaverse.Design/methodology/approachWe conduct a lab experiment comparing Meta Horizon Workrooms with Zoom. Using a between-subjects design, we observe virtual team collaboration in five teams. All teams solved the Lost on the Moon Exercise used by NASA to train teamwork. We collected data during and after the experiment to explore emerging collaborative behaviors based on audio and video recordings, a quantitative survey, and qualitative feedback.FindingsWe find higher levels of immersion, social presence, and collaboration among team members in the metaverse. We further identify new opportunities for social interaction and greater focus on team members and shared tasks. Our study suggests that the metaverse can enable effective collaboration in virtual teams and uncovers related guidance for organizations.Originality/valueWe connect the research streams on the metaverse, team collaboration, and human capital. We add empirical evidence to the largely theoretical discussion on the metaverse and explore collaboration tools for virtual teams, helping to enable effective collaboration of organizations' virtual teams. We hope to stimulate further research to unlock the full collaborative potential of the metaverse and establish the metaverse for effective development of human capital.
In: HELIYON-D-23-57748
SSRN
In: Group decision and negotiation, Band 30, Heft 3, S. 529-551
ISSN: 1572-9907
Provides a detailed, comprehensible virtual team business model for managers, professionals, teachers or students involved globally with such initiatives. The author has taught courses online and facilitated virtual teams. The model she has created based on that experience maximises the benefit to be gained from individual members' skills, personality styles, and the strengths of each active participant. It will enable teams to set up viable working plans and work cohesively at a distance. The model also provides for conflict management in virtual environments. Built on research and practical experience, the empirical data and subject experts' views captured by the author and the model offered here will help all stakeholders of businesses or educational institutions where managers, employees and clients; or teachers and students are working at a distance to achieve desired outcomes. --
In: The International journal of conflict management: IJCMA, Band 34, Heft 4, S. 649-667
ISSN: 1758-8545
Purpose
Given the growing relationship between Nigeria and the USA, the purpose of this study is to compare conflict communication of Nigerians and Americans.
Design/methodology/approach
A total of 186 Nigerians and 214 Americans completed an online survey of Hammer's (2005) Intercultural Conflict Style Inventory as well as items about the effect of conflict on team collaboration.
Findings
Contrary to expectations, Nigerians reported using more direct, whereas Americans reported using more indirect, communication when confronting conflict despite the stereotype that Americans are typically direct or more likely to say what is on their minds. However, consistent with expectations, Nigerians reported exercising more emotional restraint, whereas Americans favored the use of emotional expressiveness in conflict.
Originality/value
Overall, Nigerians were more concerned than Americans about the negative effect of conflict on team collaboration in the workplace. This concern was associated with the use of directness, indirectness and emotional restraint. Further, an exploratory structural equation model showed that the use of emotional expression was affected, in different ways, by several aspects of work and communication. Implications of these results are discussed along with directions for future research.
1. Introducing the virtual team global business model -- 2. Management using the virtual team global business model -- 3. Team leaders or project managers using the virtual team global business model -- 4. Virtual team guides and virtual team members using the virtual team global business model -- 5. Business applications of the virtual team global business model -- 6. Higher education and the virtual team global business model -- 7. Determining what works for virtual teams.